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The article argues that without incorporating leader actions, diversity initiatives cannot achieve enduring, system-wide impact. It reviews current racial and ethnic demographics of teachers and students, examines barriers to recruiting and retaining diverse teachers, identifies influences on teacher recruitment and retention, and offers school- and district-level recommendations.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/school-and-district-leaders-role-in-diversifying-the-teacher-workforce/602603/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/school-and-district-leaders-role-in-diversifying-the-teacher-workforce/602603.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why does the article emphasize the role of school and district leaders?","Question",{"text":111,"@type":112},"It argues that diversity efforts will not produce long-term, systemic impact unless leaders’ roles are considered in planning and implementation.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What does the article report about the current demographics of teachers and students?",{"text":116,"@type":112},"It notes that the teaching workforce remains predominantly White, while students of color represent over half of the public student population, with teachers of color comprising about 17%.",{"name":118,"@type":109,"acceptedAnswer":119},"What benefits does the article describe for students from having teachers of different racial or ethnic backgrounds?",{"text":120,"@type":112},"It cites findings that same-race teacher access can improve outcomes such as standardized test performance and perceptions, and it also highlights that students— including White students—can benefit from seeing adults of minority backgrounds in professional roles.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},602603,1792094960,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","SCHOOL AND DISTRICT LEADERS’ ROLE IN DIVERSIFYING THE TEACHER WORKFORCE  \nRAMON B. GOINGS  \nLARRY J. WALKER  \nHEATHER COTIGNOLA-PICKENS  \nLoyola University Maryland  \nABSTRACT  \nDiversifying the teaching profession has garnered attention from researchers, policy makers, and educational stakeholders. However, missing within this conversation is the role of school and district leaders in diversifying the teaching profession. We argue that without considering school and district leaders, diversity initiatives will not have a long-term systemic impact. Thus, this article fills in a gap in the literature on this topic. First, we provide a brief overview of the current racial and ethnic demographics of the teaching workforce and student population and discuss the barriers to recruiting and retaining a diverse teacher workforce. Second, we highlight the factors that have been found to influence the recruitment and retention of racial diversity of teachers at the pre-service and in-service levels. Lastly, we provide recommendations for school-based and district leaderson how they should plan for diversifying their teacher workforce.  \nINTRODUCTION  \nOver the three decades, researchers, policy makers and practitioners have discussed the importance of increasing the racial and ethnic diversity in the U.S. teaching profession (Goings & Bianco, 2016; U.S. Department of Education, 2016). Unfortunately, the teaching workforce has remained predominantly White. As a result, stakeholders have called for the increased representation of teachers of color. Currently, they only comprise 17% of the teaching workforce while students of color represent over 50% of the public student population (U.S. Department of Education, 2016) .  \nAs school districts seek to diversify their teacher workforce, there are two important questions to consider: Why is there a need to diversify the teaching workforce? What are the benefits of a multi ethnic/racial teaching workforce? Fortunately, researchers have explored these questions and have provided empirical evidence that highlights the benefits and need to diversify the teaching workforce. For instance, Gershenson, Hart, Lindsay and Papageorge (2017) found in their analysis from two states of student-teacher same-race matching that, for Black students who hada same-race teacher, they performed better on standardized tests and their teachers had more positive perceptions of them as students than Black students who did not have a same-race teacher. Additionally, EastonBrooks, Lewis and Zhang (2009) found similar findings for a nationally representative sample of kindergarten African American students. In their study, they found that students who had an African American teacher had higher reading scores than those students who did not. Researchers have also found that while White teachers do have the ability to teach students of color, it is important for students of color to have access to teachers who share similar ethnic/racial experiences (Bristol, 2015; Goings & Bianco, 2016; Walker, 2016) .  \nThough students of color have been found to benefit from having access to a diversified teaching workforce, having access to teachers of color is also important for White students (Bryan  \nEducational Planning 7 Vol. 25, No. 3  \n& Ford, 2014). As Villegas and Irvine (2010) suggested in their analysis of diversifying the teacher workforce,“seeing people of color in professional roles communicates to White students that adults of racial/ethnic minority background are successful and contributing members of society”(p. 177) . Moreover, a recent study by Cherng and Halpin (2016) investigated student perceptions of their minority and White teachers. They suggested that White students have more positive perceptions of their Black and Latino teachers than their White teachers. More specifically, the researchers found that students believed their Black teachers more than their White teachers held them to “high academic standards a","cbCaibFrerlbiOA7","https://ap.wps.com/l/cbCaibFrerlbiOA7","pdf",186100,11,"English","# Introduction\n## Rationale for diversifying the teaching workforce\n## Benefits of a racially/ethnically diverse teacher workforce\n## Research focus and identified gap\n# Article purpose and structure","[{\"question\":\"Why does the article emphasize the role of school and district leaders?\",\"answer\":\"It argues that diversity efforts will not produce long-term, systemic impact unless leaders’ roles are considered in planning and implementation.\"},{\"question\":\"What does the article report about the current demographics of teachers and students?\",\"answer\":\"It notes that the teaching workforce remains predominantly White, while students of color represent over half of the public student population, with teachers of color comprising about 17%.\"},{\"question\":\"What benefits does the article describe for students from having teachers of different racial or ethnic backgrounds?\",\"answer\":\"It cites findings that same-race teacher access can improve outcomes such as standardized test performance and perceptions, and it also highlights that students— including White students—can benefit from seeing adults of minority backgrounds in professional roles.\"}]","SCHOOL AND DISTRICT LEADERS’ ROLE IN DIVERSIFYING THE TEACHER WORKFORCE | PDF",28]